Welcome to Ethnic Minority Achievement at CoLA Highbury Grove
Miss Paulina Wittchen – Head of Ethnic Minority Achievement (working with early learners KS3/KS4, specialist TESOL, cross curricular support)
Although the school believes bilingual children learn and develop relationships and social skills best within mainstream, some children may need withdrawal in small groups for up to three periods a week for a given length of time. Examples of such children might be those who have had no previous experience of educational/literacy or numeracy, children who may have a sensory or other impairment which has already been shown to have impeded their language and literacy development in home language, children who are suffering from shock/post-traumatic stress. Individualised intensive language, literacy and numeracy programmes for these children are planned and delivered by the EMA department in consultation with mainstream teachers and outcomes are reported to parents and teachers. The Ethnic Minority Achievement Department helps EAL students to make progress through different stages of English language acquisition ensuring they have equal access to all aspects of the curriculum
This is small group withdrawal classes (up to 8 students) for beginner learners of English. Withdrawal lessons have a clear structure and aim that address specific English language needs of the students involved. Students are withdrawn from Mainstream lessons for 3 lessons every week.
Students are identified by the EMA coordinator based on the time the student has been in the UK (usually up to 24 months).
Refugees or asylum seekers are people, whose principle reason for entering another country is that they are fleeing war or persecution in their own country. The importance of education to the social integration of asylum seeker pupils cannot be over-emphasised. All staff have a duty not only to welcome and care for refugee and asylum seekers at Highbury Grove but to familiarise themselves with the information available on the School’s Basedata. Staff should keep records of information on the new arrivals in their lessons so that they can respond to the social and academic needs of children who may for example be vulnerable, “unaccompanied”, in-care, “looked-after” or suffer from trauma or stress.
Details of the child’s previous educational experience and date of entry to the school provide teachers with crucial information for planning, monitoring, evaluating children’s progress in English within mainstream lessons. This information is found in the Student Details section of SIMs
The key points about the KS4 access to schooling programme:
The Creative ESOL sessions focus on developing confidence in speaking English, and focus on developing functional language skills through creative drama activities.
City of London Academy Highbury Grove
8 Highbury Grove | London | N5 2EQ
Email: email@example.com Telephone: 020 7288 8900
City of London